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본 연구는 Campbell의 정책결정 모형을 분석의 틀로 삼아 인성교육법 제정과정을 분석한 것이다. 본 연구가 대상으로 삼은 기간은 인성교육진흥법 제정의 시작인2013년 2월부터 인성교육진흥법안이 통과된 2014년 12월까지이다. 연구결과 교육정책의결정을 촉발하는 과정에 정치･경제･사회적 힘이 작용하고 있음을 확인하였다. 인성교육진흥법의 제정에 앞서 각종 연구보고서와 학계전문가의 의견 발표 등 다양한 요구와 지지의형태로 활발하게 이루어졌고, 제정과정에서 이해집단 간의 갈등과 타협을 발견할 수 있었다. 특히 인성교육의 본질적 속성상 타율로 강제될 수 있는 것이 아니라는 판단에 따라법안 성격이 ‘진흥’법으로 수정된 것이나 인성교육진흥원의 설치 타당성과 인성교육진흥위원회를 국무총리 산하에 둘 것인가 교육부 산하에 둘 것인가 등에 대한 의견 대립은이 법의 제정이 미뤄지는 결과를 초래했고, 국회나 각 정당도 정치적 계산에 얽매이는 태도를 보였다. 정책이 결정되었다고 해서 그 정책이 항상 성공적으로 집행되는 것은 아니다. 따라서 이미 제정된 인성교육진흥법의 성공적 정착을 위해서 전 사회적 노력이 필요하다.
This study analyzed the process of the enactment of The Character Education Act by having the Policy-making Model of Campbell as the framework of the analysis. The time period of this study was from February 2013, which was the beginning of the enactment of The Character Education Promotion Act, to December 2014, when The Character Education Promotion Act Proposal was passed. As a result of the research, it was confirmed that, in the process which triggers a decision on the educational policy, the political, economic, and social powers have been acting. Prior to the enactment of The Character Education Promotion Act, the forms of the demands and the support, including the various kinds of the research reports, the presentations of the opinions by the academic experts, etc., had been taking place diversely and vigorously. And, in the process of the enactment, the conflicts and the compromises between the interested groups could be discovered. Especially, according to the judgment that, as a matter of the essential property of character education, it is not something that can be coerced with the heteronomy, the personality of the bill was revised as a ‘promotion’ act. However, the confrontations of the opinions regarding the feasibility of the establishment of a character education promotion agency, whether to have a character education promotion committee under the direction of the Prime Minister, whether to have it under the direction of the Ministry of Education, etc. caused the result of delaying the enactment of this act. And the National Assembly and each political party, too, had shown the attitude of being tied-down by the political calculations. Just because a policy was decided, it is not that the policy is always successfully executed. Accordingly, for the successful settling down of The Character Education Promotion Act, which was already enacted, the efforts by the whole society are needed.
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Policy-making, Campbell Model, Character Education, Character Education Promotion Act
